Utilizing Web 2.0 and Free Open Source Software to advance e-learning in developing countries

Sigama, Khuliso; Kalema, Billy Mathias; Kekwaletswe, Ray

doi:10.1109/e-leadership.2012.6524709

Cited by 4 publications

(6 citation statements)

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“…The critical success factors are defined as "the limited number of areas in which results, if they are satisfactory, will ensure successful competitive performance for the organization" [25]. Numerous studies exist in the literature that have identified CSFs for E-learning implementation across the globe, including, for instance, studies in Iran [26,27], Serbia [28], United Arab Emirates (UAE) [29], Taiwan [30,31], Australia [32], Malaysia [33,34], Thailand [35,36], Sudan [37], Ghana [38], New Zealand [39], United Kingdom [40], and USA [41].…”

Section: Csfs Of E-learning Through Literature Reviewmentioning

confidence: 99%

“…Network security is a paramount prerequisite for any information technology (IT) based initiative. Ever increasing threats to information security from both external and internal attackers have negatively influenced the utilization of the Internet for E-learning [32]. In the field of E-learning, some CSFs are technology related, such as reliability of hardware, bandwidth, accessibility, and network security [42].…”

Section: Network Securitymentioning

confidence: 99%

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Relationship Modeling of Critical Success Factors for Enhancing Sustainability and Performance in E-Learning

et al. 2018

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E-learning, a technology-mediated learning approach, is a pervasively adopted teaching/learning mode for transferring knowledge. Some of the motivational factors for its wide adoption are time and location independence, user-friendliness, on-demand service, resource richness, and multi-media and technology driven factors. Achieving sustainability and performance in its delivery is of paramount importance. This research utilizes the critical success factors (CSFs) approach to identify the sustainable E-learning implementation model. Fifteen CSFs have been identified through the literature review, expert opinions, and in-depth interviews. These CSFs have been modeled for interdependence using interpretive structural modeling and Matriced’ Impacts Croise’s Multiplication Appliquée a UN Classement (MICMAC) analysis. Further, the model has been validated through in-depth interviews. The present research provides quantification of CSFs of E-learning in terms of their driving and dependence powers and their classification thorough MICMAC analysis. The E-learning system organizers may focus on improving upon the enablers such as organizational infrastructure readiness, efficient technology infrastructure, appropriate E-learning course design, course flexibility, understandable relevant content, stakeholders’ training, security, access control and privileges, commitment, and being user–friendly and well-organized, in order to enhance the sustainability and performance in E-learning. This study will also help E-learning stakeholders in relocating and prioritizing resources.

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Section: Csfs Of E-learning Through Literature Reviewmentioning

confidence: 99%

Section: Network Securitymentioning

confidence: 99%

Relationship Modeling of Critical Success Factors for Enhancing Sustainability and Performance in E-Learning

et al. 2018

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“…Interactive Learning Activity [46] , [16], [34], [20], [22], [32], [47], [47] Appropriate Course Design [16], [20], [23], [48] Use of Multimedia Instruction [38], [34], [45], User -Friendly Organized [46], [18], [20], [25], [49], [50], [47] Course Flexibility [22], [50], [51] Understandable Content [20], , [25], [26], [22], [50], [50] Sufficient Updated Content [25], [26], [40], [47] Perceived Ease of Use [18], [49], [21], [32], [47] Quantitative analysis has been conducted on the data collected through questionnaire survey for Design and Contents" Dimension and is tabulated in Table 8. From the results obtained, it may be concluded that, the majority of the respondents who confirms the importance of factors responsible for successful implementation of E-Learning has the mean range value (3.32 to 3.71).…”

Section: Resources / Referencesmentioning

confidence: 99%

“…Table 9 shows the factors with resources of this dimension. [16], [48], [48] Technical Support for Users [22], [21], [27], [45], [2], [51], [53], [47], Good Internet Speed [16], [17], [18], [19], [21], [45], [29], [33] [22], [48], [3] Efficient Technology Infrastructure [16], [18], [31], [43] [29], [48], [54], [26], [23], [51], [48], [30], [42], [41], [55], , [3] Ease of Use [20], [25], [29], [22], [47], [50], [47], [56] Reliability [20], [25], [22], [56], ...…”

Section: System and Technological Dimensionmentioning

confidence: 99%

“…Infrastructure Readiness [39], [35], [43], [25], [45], [23], [2], Financial Readiness [20], [43], [25], [26], [51], [40], Training for User [39], [23], [2], [51], [53], [40] Support for Faculty [19], [24], [2] Ethical & Legal Issues [20] Proper feedback [35], [25], [26], [23] Quantitative analysis has been conducted on the data collected through questionnaire survey for Institutional Management Dimension and is tabulated in Table 12. From the results obtained, it may be concluded that, the majority of the respondents who confirms the importance of factors responsible for successful implementation of E-Learning has the mean range value (3.37 to 3.74).…”

Section: Resources / Referencesmentioning

confidence: 99%

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A Mixed Method Study for Investigating Critical Success Factors (CSFs) of E-Learning in Saudi Arabian Universities

Naveed¹,

Muhammad²,

Sanober³

et al. 2017

ijacsa

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Abstract-ElectronicLearning (E-Learning) in the education system has become the obvious choice of the community over the globe because of its numerous advantages. The main aim of the present study is to identify Critical Success Factors (CSFs) and validate them for successful implementation of the E-Leaning at Saudi Arabian Universities. This study developed a multidimensional instrument for measuring the E-Learning CSFs in the higher educational institutions of Saudi Arabia. The study reviewed various CSFs from literature and identified most important E-Learning CSFs which are described and grouped in five dimensions such as Student, Instructor, Design and Contents, System and Technological, and Institutional Management Services. The 36 CSFs falling under these relevant dimensions were then validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well-known universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabia Universities. It was found that System and Technological dimension is the most significant as perceived by respondents. Results of the study discovered that all obtained factors are highly reliable and thus would be useful to develop and implement E-Learning systems.

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A novel neutrosophic AHP-Copeland approach for distance education: towards sustainability

Yilmaz

Karadayi-Usta

Yanık

2022

Interactive Learning Environments

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Utilizing Web 2.0 and Free Open Source Software to advance e-learning in developing countries

Cited by 4 publications

References 4 publications

Relationship Modeling of Critical Success Factors for Enhancing Sustainability and Performance in E-Learning

Relationship Modeling of Critical Success Factors for Enhancing Sustainability and Performance in E-Learning

A Mixed Method Study for Investigating Critical Success Factors (CSFs) of E-Learning in Saudi Arabian Universities

A novel neutrosophic AHP-Copeland approach for distance education: towards sustainability

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